Science Speed Bag - Grade 5 - Preview by Educational Bootcamp

science

SCIENCE

grade 5

Tel. 305-423-1999 Fax. 305-423-1132

STUDENT BOOKLET

Educational Bootcamp

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SPEED BAG

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GRADE 5 EDUCATIONAL BOOTCAMP

THE SPEED BAG 2.0 STUDENT BOOKLET INCLUDES: 

Student Reading Passages - provides students with a snapshot of the benchmarks being addressed.

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Student Illustration Sections – provides students the opportunity to organize the concepts and information from the passage in a pictorial/visual representation.

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Graphic Organizers – helps students to enhance post-reading experiences by helping them to arrange their ideas and/or comparisons.

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Vocabulary Matching – allows students to apply vocabulary terms necessary for mastering the Next Generation Sunshine State Standards for science.

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Writing to Tie It Together – provides an opportunity for students to demonstrate an understanding of the benchmark through summary writing.

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Multiple Choice Practice Questions – gives students practice in answering FCAT-like questions. Multiple-choice items are scored by awarding one point for each correct answer.

The Science Section of the Florida Comprehensive Assessment Test - 2.0 The Science FCAT 2.0 evaluates students’ knowledge of scientific processes/content. Students must be able to analyze and apply these principles in order to demonstrate scientific understanding. The Science FCAT is adapted from Florida’s Next Generation Sunshine State Standard benchmarks that encompass specific concepts involving several Big Ideas. Among these concepts are items involving the following clusters: Nature of Science, Life Science, Physical Science and Earth & Space Science.

Science FCAT Speed Bag, Student Booklet Grades 3 - 5 Publisher: J & J Educational Boot Camp Content Development: J & J Educational Boot Camp Senior Editor: C L Watson Literary Services Cover Design: Fitzgerald Design Copyright © 2011 by J & J Educational Boot Camp J & J Educational Boot Camp P.O. Box 824221 Pembroke Pines, Florida 33082 All rights reserved. No part of this publication may be reproduced, transmitted, or stored in a retrieval system, in whole or in part, in any form or by any means, electronic or mechanical, including photocopying, recording, or otherwise, without written permission of J & J Educational Boot Camp. Printed in the United States of America

ISBN: 0-85-8343001 10 9 8 7 6 5

1 i

T A B L E Lesson

The Scientific Method

Types of Scientific Investigations Repeating Scientific Investigations

C O N T E N T S

FL Code

Florida Benchmark

SC.5.N.1.1

THE NATURE OF SCIENCE --Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.

SC.5.N.1.2 SC.5.N.1.4 SC.5.N.2.2 SC.5.N.1.3 SC.5.N.2.1

Verified Observation or Personal Opinion

O F

SC.5.N.1.5 SC.5.N.1.6

--Explain the difference between an experiment and other types of scientific investigation. --Identify a control group and explain its importance in an experiment. --Recognize and explain that when scientific investigations are carried out, the evidence produced by those investigations should be replicable by others. --Recognize and explain the need for repeated experimental trials. --Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence. --Recognize and explain that authentic scientific investigation frequently does not parallel the steps of “the scientific method.” -- Recognize and explain the difference between personal opinion/interpretation and verified observation.

Page Number

pp. 1 - 6

pp. 7 - 12

pp. 13 - 18

pp. 19 – 24

EARTH AND SPACE SCIENCE

The Sun: A Star in the Milky Way Galaxy

SC.5.E.5.1

SC.5.E.5.2

Our Solar System SC.5.E.5.3 SC.4.E.5.4

The Movement of Earth

SC.4.E.5.3 SC.4.E.5.1

Moon Phases

SC.4.E.5.2 SC.4.E.6.1

Rocks and Minerals

Renewable and Nonrenewable Resources

SC.4.E.6.2 SC.4.E.6.3 SC.4.E.6.6

--Recognize that a galaxy consists of gas, dust, and many stars, including any objects orbiting the stars. Identify our home galaxy as the Milky Way. --Recognize the major common characteristics of all planets and compare/contrast the properties of inner and outer planets. --Distinguish among the following objects of the Solar System — Sun, planets, moons, asteroids, comets — and identify Earth’s position in it. --Relate that the rotation of Earth (day and night) and apparent movements of the Sun, Moon, and stars are connected. --Recognize that Earth revolves around the Sun in a year and rotates on its axis in a 24-hour day. --Observe that the patterns of stars in the sky stay the same although they appear to shift across the sky nightly, and different stars can be seen in different seasons. --Describe the changes in the observable shape of the moon over the course of about a month. --Identify the three categories of rocks: igneous, (formed from molten rock); sedimentary (pieces of other rocks and fossilized organisms); and metamorphic (formed from heat and pressure). --Identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in the formation of rocks. --Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable. --Identify resources available in Florida (water, phosphate, oil, limestone, silicon, wind, and solar energy).

pp. 25 - 30

pp. 31 - 36

pp. 37 - 42

pp. 43 - 48

pp. 49 - 54

pp. 55 - 60

Weathering and Erosion

SC.4.E.6.4 SC.5.E.7.1

The Water Cycle SC.5.E.7.2 SC.5.E.7.3

Factors Influencing Weather

SC.5.E.7.4

Weather in Environments and Climate Zones

SC.5.E.7.5

Properties of Matter

SC.5.P.8.1

Separating Mixtures and Forming Solutions

SC.5.P.8.3

The Effects of Temperature on Physical and Chemical Changes

SC.5.E.7.6

SC.5.P.8.2

SC.5.P.9.1

--Describe the basic differences between physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity, wind, water, and ice). --Create a model to explain the parts of the water cycle. Water can be a gas, a liquid, or a solid and can go back and forth from one state to another. --Recognize that the ocean is an integral part of the water cycle and is connected to all of Earth’s water reservoirs via evaporation and precipitation processes. --Recognize how air temperature, barometric pressure, humidity, wind speed and direction, and precipitation determine the weather in a particular place and time. --Distinguish among the various forms of precipitation (rain, snow, sleet, and hail), making connections to the weather in a particular place and time. --Recognize that some of the weather-related differences, such as temperature and humidity, are found among different environments, such as swamps, deserts, and mountains. --Describe characteristics (temperature and precipitation) of different climate zones as they relate to latitude, elevation, and proximity to bodies of water. PHYSICAL SCIENCE --Compare and contrast the basic properties of solids, liquids, and gases, such as mass, volume, color, texture, and temperature. --Demonstrate and explain that mixtures of solids can be separated based on observable properties of their parts such as particle size, shape, color, and magnetic attraction. --Investigate and identify materials that will dissolve in water and those that will not and identify the conditions that will speed up or slow down the dissolving process. --Investigate and describe that many physical and chemical changes are affected by temperature.

Forms of Energy

SC.5.P.10.1

--Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical.

Force, Motion, and Renewable Energy

SC.5.P.10.2

--Investigate and explain that energy has the ability to cause motion or create change.

Electric Circuits and Energy Transformations Good and Bad Conductors of Heat and Electricity Forces and Motion of an Object

SC.5.P.10.4

--Investigate and explain that electrical energy can be transformed into heat, light, and sound energy, as well as the energy of motion. --Investigate and illustrate the fact that the flow of electricity requires a closed circuit (a complete loop).

SC.5.P.11.1 SC.5.P.10.3 SC.5.P.11.2 SC.5.P.13.1

--Investigate and explain that an electrically-charged object can attract an uncharged object and can either attract or repel another charged object without any contact between the objects. --Identify and classify materials that conduct electricity and materials that do not. --Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on falling objects.

pp. 61 - 66

pp. 67 - 72

pp. 73 -78

pp. 79 - 84

pp. 85 -90

pp. 91 - 96

pp. 97 - 102

pp. 103 - 108 pp. 109 - 114

pp. 115 - 120

pp. 121 - 126

pp. 127 - 132

iii

The Effect of the Overall Forces on Motion

SC.5.P.13.2

Investigate and describe that the greater the force applied to it, the greater the change in motion of a given object.

SC.5.P.13.3

Investigate and describe that the more mass an object has, the less effect a given force will have on the object’s motion.

SC.5.P.13.4

Investigate and explain that when a force is applied to an object but it does not move, it is because another opposing force is being applied by something in the environment so that the forces are balanced.

SC.3.L.14.1

Plant Organs and Response to Stimuli

The Organs of the Human Body Comparing Physical Structures of Plants and Animals Classification of Plants and Animals

Recognize that plants use energy from the Sun, air, and water to make their own food.

SC.3.L.14.2

Investigate and describe how plants respond to stimuli.

SC.5.L.14.2

SC.3.L.15.1

SC.3.L.15.2

Life Cycle of Plants and Animals

LIFE SCIENCE Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction.

SC.3.L.17.2

SC.5.L.14.1

SC.4.L.16.4

Adaptations of Organisms

SC.5.L.17.1

Adapting to the Environment Environmental Changes vs. Population Size

SC.5.L.17.1

The Flow of Energy in a Food Chain

SC.4.L.17.3

SC.5.L.15.1

pp. 133 - 138

Identify the organs in the human body and describe their functions, including the skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and sensory organs. Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support — some with internal skeletons others with exoskeletons — while some plants have stems for support.

Classify animals into major groups (mammals, birds, reptiles, amphibians, fish, arthropods, vertebrates and invertebrates, those having live births and those which lay eggs) according to their physical characteristics and behaviors. Classify flowering and nonflowering plants into major groups such as those that produce seeds, or those like ferns and mosses that produce spores, according to their physical characteristics. Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete and complete metamorphosis, and flowering and non-flowering seedbearing plants. Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics. Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics. Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations. Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers.

pp. 139 - 144

pp. 145 - 150

pp. 151 - 156

pp. 157 - 162

pp. 163 - 168

pp. 169 - 174

pp. 175 - 180

pp. 181 - 186

pp. 187 - 192

PLANT ORGANS AND THE RESPONSE TO STIMULI Plants are useful in many ways. They are able to produce their own food, creating energy used by organisms in the food chain. Plants are also able to exchange gases with animals and respond to various stimuli. Plants respond to light, water, heat, touch, and gravity. They do this while carrying out the process of photosynthesis. Photosynthesis is the process by which green plants make their own food using the energy from sunlight in order to sustain life. Plants need carbon dioxide, nutrients, water, and sunlight. The plant organs – roots, stem, leaves, flowers and seeds are structural adaptations that help plants receive the essential things they need for survival and reproduction. The roots are buried underground to anchor the plant in the soil. The primary role of the roots is to absorb water and nutrients from the soil. Water is a necessary bi-product of photosynthesis and is necessary in order for the process to take place. Tree roots also take nutrients and chemicals out of the soil and use them to produce what they need for the tree’s growth, development, and repair. Plant roots respond to gravity and therefore, grow downwards. The shoots of plants grow upward and no matter which way a plant is turned, the roots will grow down and the stems will grow in the opposite direction. This phenomenon is called geotropism and is defined as the plant root’s response to gravity. Plant roots will also respond to a water source. The term used to describe this occurrence is hydrotropism. The stems are the part of the plant that supports the leaves and flowers. The stem holds up the leaves so that they may receive the light energy necessary for photosynthesis. Growth hormones in the stem cells allow them to tilt towards the light so that the leaves may receive the energy it needs. This process is called phototropism and is defined as a plant’s movement in response to light. Some plants respond to touch by wrapping around the object it touches. Other plants move away from touching objects. A plants’ response to touch is called thigmotropism. The stem is also responsible for the transport of water and nutrients from the roots to the leaves. Finally, the stem also transports the food that is produced through photosynthesis back down to the roots to be stored and used by the plant as needed. The leaves are the main photosynthetic organ. The leaves take in carbon dioxide (CO2) exhaled by animals and release oxygen (O2) back into the environment. The carbon dioxide and oxygen gases are exchanged through pores found on the underside of the leaves. These pores are called stomata. The process of photosynthesis takes place in the chloroplast of the leaves. The chloroplast contains a pigment called chlorophyll. Chlorophyll functions to give plants their green color and to trap the energy from the sunlight. © J& J Educational Boot Camp

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SC.3.L.1.7.2/

SC.3.L.14.1/SC.3.L.14.2/ SC.3.L.17.2 Flowers and seeds are plant parts that are required to make new plants. Warm temperature is required for seeds to germinate and sprout. Flowers will not grow and reproduce if the temperature is not ideal. Plants may remain in dormancy if the warm temperature requirements are not met. Thermotropism is defined as a plant’s ability to respond to heat. For example, if the weather is not warm enough, fruit trees will not bear fruit during that season. Examples of fruit trees that rely on the warm temperatures are mango trees, banana trees, and pineapple trees. To put it all together, plants are very vital to the survival of all living things. The Sun provides the energy needed to begin the food-making process in plants. Energy from the Sun, combined with water and carbon dioxide make food for the plant and in turn, releases the oxygen needed for us to breathe. Photosynthesis is best described as the process by which carbon dioxide, water, and light energy produce glucose (plant food) and oxygen. Plants rely on us just as much as we rely on them. Animals exhale (breathe out) carbon dioxide as a waste product, while plants inhale carbon dioxide, therefore removing it from the air. Plants respond to various stimuli while carrying out the process of photosynthesis which is essential in the survival of animals. Plant Organs and the Response to Stimuli

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THE PROCESS OF PHOTOSYNTHESIS Label the arrows with the appropriate things required to carry out photosynthesis.

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141

KEY VOCABULARY ____ 1. A plant’s movement in response to light. ____ 2. A plant’s ability to respond to heat.

A. Geotropism B. Hydrotropism

____ 3. Plant root’s response to available water sources.

C. Thermotropism

____ 4. A plant's response to touch.

D. Thigmotropism

____ 5. A plant root’s response to gravity.

E. Phototropism

Writing to Tie It Together Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction.

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PRACTICE QUESTIONS SC.3.L.17.2/SC.3.L.14.1/SC.3.L.14.2

Which term best describes the plant’s response to the water supply as seen in the diagram below?

geotropism

hydrotropism

thigmotropism

phototropism

Vegetative plant organs are the root, stem, and leaf. Each organ has a specific function for the survival of the plant. Which organ is the part of the plant that supports the leaves and flowers?

root

leaf

stem

seed

How does the energy from the Sun help the tree in the process of photosynthesis?

Chlorophyll in the leaves captures the Sun’s energy and uses it to make food from carbon dioxide from the atmosphere and water through the roots. The tree captures the energy from the Sun, making its leaves and bark too hot for predators to eat.

The tree absorbs most of the Sun’s heat so that the animals may survive in an atmosphere where the temperature is much less.

The tree does not rely on the Sun’s energy in any way.

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143

PRACTICE QUESTIONS SC.3.L.17.2/SC.3.L.14.1/SC.3.L.14.2

Photosynthesis most likely takes place in which of the following plant parts?

in the xylem cells of the stem

in the pistil of the flower

in the soil before entering the plant

in the chloroplast located in the plant leaves

A student grows three sets of plants for a science fair project. The first set of plants is grown in the windowsill opposite the sunlight. The second set of plants is placed outdoors in a shaded area between the house and a large tree. Finally, the last set is positioned so that they receive direct sunlight. At the end of 12 weeks, all of the plants grown inside have died, the ones in the shaded area have grown an average of 2 inches, but are withering; and the last set that received direct sunlight grew an average of 6 inches. Which factor contributed to the difference in the growth of these plants?

144

The plants grown indoors and in the shaded area were given too much sunlight.

The plants grown in direct sunlight probably had more chloroplasts than the other two sets.

The plants grown in direct sunlight were able to use the Sun’s energy to make food.

The plants grown indoors and in the shaded area were not given enough water.

Which term best describes the response of the plant taking place in the picture? A

hydrotropism

geotropism

phototropism

thigmotropism

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SC.5.E.7.5/SC.5.E.7.6 The Tropical Climate Zone is the area located between 23.5° north and 23.5° south of the equator. Because of its closeness to the equator it receives very direct sun rays and therefore, has higher temperatures. The amount of precipitation ranges from very little to extremely high levels. The rainforest, the savanna, and the desert biome all fall under the category of Tropical Climate Zones. Places like South America, Africa, and India are examples of locations that have this type of climate. The Temperate Climate Zone is the area located between 23.5° and 66.5° north and south of the equator. Temperate is defined between two extremes, tropical heat and arctic cold. Temperate zones have hot summers and cold winters. Within these regions several different types of weather may occur depending on an area’s location in relation to bodies of water and landmasses. Biomes in this area include but are not limited to the deciduous forests and the grasslands. The Great Plains, Korea, and Japan are all locations that have temperate climates. The Polar Climate Zone is the area located between 66.5° north and south of the equator and the poles. This area receives very little radiation and therefore, has low temperatures and precipitation that forms ice throughout the year. The tundra, the alpine, and the taiga are all biomes in the Polar Regions. Places like the Rocky Mountains in North America, Canada, and Alaska have polar climates. Weather and Climate Zones

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TEMPERATURE AND HUMIDITY IN DIFFERENT ENVIRONMENTS SWAMPS

DESERTS

MOUNTAINS

The temperature is…

The humidity is…

TEMPERATURE AND PRECIPITATION IN DIFFERENT CLIMATE ZONES ZSZONES TROPICAL CLIMATE ZONE

TEMPERATE CLIMATE ZONE

POLAR CLIMATE ZONE

The temperature is…

The precipitation is…

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____ 1. Areas of land which receive very little rainfall during the year. ____ 2. A natural elevation of the Earth's surface usually with steep sides.

KEY VOCABULARY A. A. Swamp B. B. Desert

____ 3. Between the two extremes of tropical heat and arctic cold. ____ 4. A forested or shrub-filled wetland with low elevation. ____ 5. The pattern of weather that occurs in a certain location over many years.

C. C. Climate D. Zone E. D. Mountains F. E. Temperate

Writing to Tie It Together Describe characteristics of different climate zones as they relate to latitude, elevation, and proximity to bodies of water.

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PRACTICE QUESTIONS SC.5.E.7.5/SC.5.E.7.6

Long-term patterns of weather in any part of the world is referred to as which of the following terms? A

seasons

climate

precipitation

temperature

The Earth's climate is defined as the average weather over a long period of time. Earth has three main climate zones: tropical, temperate, and polar. These zones can be further divided into smaller zones, each with its own specific climate. Which continents are in the polar climate zone? A

Antarctica and Alaska

Europe and Asia

Nassau and Jamaica

Australia and California

The climate of a region determines what vegetation and animals will inhabit it. The plants and animals that have adaptations to live in the particular climatic environment will survive longest. Which two factors determine the climate in a particular region? QA

temperature and latitude

precipitation and humidity

temperature and precipitation

humidity and air pressure

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PRACTICE QUESTIONS SC.5.E.7.5/SC.5.E.7.6

An ice cap is a thick cover of ice over an area, sloping in all directions. At what latitude do ice caps remain frozen throughout the year? A

between 66.5° north and south of the equator and the poles

between 23.5° north and 23.5° south of the equator

between 23.5° and 66.5° north and south of the equator

between 50.5° and 66.5° north and south of the equator

What happens to warm, moist air which rises up the western side of a mountain? A

As the warm air rises up the western side of the mountain, it cools, and releases its moisture on the eastern side of the mountain.

As the warm air rises up the western side of the mountain, it cools, and releases its moisture on the west side of the mountain.

As the warm air rises up the western side of the mountain, it gets warmer, and holds the moisture in the top of the mountain range.

As the warm air rises up the western side of the mountain, it moves across to the eastern side of the mountain and releases moisture as precipitation.

The American Beaver have webbed feet, a broad flat tail for swimming, and a thick, waterproof coat. The beaver is able to close off its nose and ears when it is swimming underwater. Which environment is the American Beaver best suited for survival?

desert

swamp

mountains

tundra

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LIFE SCIENCE VOCABULARY Adaptation Behavior Carnivore Characteristic Classify Community Complete metamorphosis Consumer Ecosystem Endangered species Endoskeleton Environment Exoskeleton Extinct species Fertilization Food chain Germination Herbivore Incomplete metamorphosis Inherited trait Larva Life cycle Nutrient Nymph Omnivore Organism Ovary Pistil Population Predator Prey Producer Pupa Pollen Pollinate Reproduction Species Spore Stamen Vertebrate 196

traits that help an organism survive. a plant or animal reaction that occurs in response to stimuli. meat-eating animal. a quality or trait of an object or organism. to group by category based on similarities. populations of different organisms living together in the same area. life cycle of insects that includes a larval stage. an organism that feeds on other plants or animals for food. living and nonliving things that interact in an environment. a population of organisms with the risk of becoming extinct. an internal support structure of an animal. conditions in which an organism lives. a hard outer structure, such as the shell of an insect or crustacean. a species that no longer exists. the process by which the female and male reproductive cells unite. the transfer of energy from the Sun through producers and consumers. the process by which a plant goes from a seed or a spore. plant-eating animal. type of insect development that involves only three stages. characteristics that are passed from parents to their offspring. the eating and growing stage in the life cycle of an organism. the stages of an organism’s growth and development. a substance that an organism needs to survive and grow. an insect undergoing incomplete metamorphosis. animals that eat both meat and plants. a living thing made up of organ systems. the female reproductive organ that produces and contains egg cells. the female reproductive structure of a flowering plant. type of species living in a specific area. animals that hunt and consume other animals. organism that is hunted for food by another organism. an organism that makes its on food. a stage in the life cycle of an insect that occurs between larva and adult. the fine dust like powder that contains the male reproductive cells. transfer of pollen from the male to the female reproductive structure. the process of making more organisms of the same kind. a group of the same kind of organisms. a seed-like structure that produces a new plant like a fern or a moss. the male reproductive structure of a flowering plant. animals that have a backbone.

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science

SCIENCE

grade 5

Tel. 305-423-1999 Fax. 305-423-1132

STUDENT BOOKLET

Educational Bootcamp

www.educationalbootcamp.net

SPEED BAG

speed bag

boot camp

GRADE 5 EDUCATIONAL BOOTCAMP